Impaired germ cell development due to compromised cell cycle progression in Skp2-deficient mice

BACKGROUND: The gonads are responsible for the production of germ cells through both mitosis and meiosis. Skp2 is the receptor subunit of an SCF-type ubiquitin ligase and is a major regulator of the progression of cells into S phase of the cell cycle, which it promotes by mediating the ubiquitin-dependent degradation of p27, an inhibitor of cell proliferation. However, the role of the Skp2-p27 pathway in germ cell development remains elusive. RESULTS: We now show that disruption of Skp2 in mice results in a marked impairment in the fertility of males, with the phenotypes resembling Sertoli cell-only syndrome in men. Testes of Skp2(-/- )mice manifested pronounced germ cell hypoplasia accompanied by massive apoptosis in spermatogenic cells. Flow cytometry revealed an increased prevalence of polyploidy in spermatozoa, suggesting that the aneuploidy of these cells is responsible for the induction of apoptosis. Disruption of the p27 gene of Skp2(-/- )mice restored germ cell development, indicating that the testicular hypoplasia of Skp2(-/- )animals is attributable to the antiproliferative effect of p27 accumulation. CONCLUSION: Our results thus suggest that compromised cell cycle progression caused by the accumulation of p27 results in aneuploidy and the induction of apoptosis in gonadal cells of Skp2(-/- )mice. The consequent reduction in the number of mature gametes accounts for the decreased fertility of these animals. These findings reinforce the importance of the Skp2-p27 pathway in cell cycle regulation and in germ cell development

A GESTÃO DA EDUCAÇÃO A DISTÂNCIA E A TECNOLOGIA DA INFORMAÇÃO: UMA RELAÇÃO A SER EXPLORADA

A expansão da Educação a Distância (EaD), especialmente no ensino superior, vem se consolidando no contexto brasileiro. A Tecnologia da Informação (TI), por sua vez, tem oferecido suporte às atividades e disponibilizado ferramentas à modalidade. Com crescimento e intensificação de atividades em EaD nas instituições de ensino superior, os gestores necessitam tomar decisões para direcionamento operacional, tático e estratégico. Entretanto, a gestão da EaD tem enfrentado inúmeros desafios, como compatibilizar a aderência aos instrumentos de regulação e avaliação da modalidade, com o alcance de resultados administrativo-pedagógicos efetivos e sustentáveis, no longo prazo. O método da pesquisa bibliográfica permitiu que o objetivo deste artigo fosse atingido, ou seja, promover uma reflexão sobre a relação entre a gestão da EaD e a TI. Ao final, indaga-se sobre aspectos que precisariam ser considerados para que esta relação pudesse ser mais bem desenvolvida pelos gestores, educadores e pesquisadores no contexto do ensino superior

Trust in virtual teams: a performance indicator

This paper aims to analyze how virtual teams deal with the process of trust among the people who are part of it. The research is characterized as descriptive. The survey data techniques that were used were questionnaires via Internet and interviews by telephone. The participants of this research were eight managers from Embratel, a telecommunication company in Brazil. The results of this research pointed out that, for its participants, trust is a significant performance indicator for the collaborators and that reciprocity, positive expectation and foresight are base concepts so that all may feel secure when it comes to the risk of a negative consequence and vulnerability. The clear definition of the objectives, the emphasis in internal communication, the manager as an example and model, and the worthiness of the people become the main care and practice in order to obtain better trust in virtual teams.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Characterizing e-learning practices in companies : An exploratory research in Australia

It becomes perceptible that each day more companies make use of e-learning for the capacity of its workers. During a congress in the e-learning area it has been noticed the increase in corporative e-learning cases. These cases show that there does not exist a single form of e-learning within the companies. Each program makes use of adequate practices for organizational characteristics, which may vary according to each company’s knowledge, the technology, the available resources, and the vision administrators have concerning e-learning. Thus, this paper aims to characterize some of these different e-learning practices. Exploratory research was carried out where elearning specialists were interviewed in nine different companies and a university in Australia. The results revealed successful accounts as well as challenges that must overcome. These results will form the basis for later research where an evaluation system that can be adaptable to each corporate elearning practice will be developedEducation for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Characterizing e-learning practices in companies : An exploratory research in Australia

It becomes perceptible that each day more companies make use of e-learning for the capacity of its workers. During a congress in the e-learning area it has been noticed the increase in corporative e-learning cases. These cases show that there does not exist a single form of e-learning within the companies. Each program makes use of adequate practices for organizational characteristics, which may vary according to each company’s knowledge, the technology, the available resources, and the vision administrators have concerning e-learning. Thus, this paper aims to characterize some of these different e-learning practices. Exploratory research was carried out where elearning specialists were interviewed in nine different companies and a university in Australia. The results revealed successful accounts as well as challenges that must overcome. These results will form the basis for later research where an evaluation system that can be adaptable to each corporate elearning practice will be developedEducation for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

CONSTRUÇÕES TEÓRICAS SOBRE O SINAES: INFERÊNCIAS SOBRE OS PRINCIPAIS DESAFIOS DO SISTEMA NACIONAL DE AVALIAÇÃO DA EDUCAÇÃO SUPERIOR BRASILEIRA

O artigo preleciona contextualizar os principais desafios do Sistema Nacional de Avaliação da Educação Superior a partir de uma perspectiva interpretativista e da metaanalise e que resgata as principais características da avaliação institucional no Brasil. Para tanto, utiliza bases teóricas que refletem sobre a avaliação da educação superior e consolidam as discussões sobre eficácia e a validade do Sistema, destacando as discussões emergentes entre os modelos público e privado e os principais desafios que o SINAES encontrou e encontra no decurso da tentativa de sua implantação. Por derradeiro, as considerações finais apresentam uma reflexão que busca compreender a estrutura de cada desafio no sentido de consolidar um sistema de educação superior equitativo, eficiente e democrático

p107 inhibits G1 to S phase progression by down-regulating expression of the F-box protein Skp2

Cell cycle progression is negatively regulated by the pocket proteins pRb, p107, and p130. However, the mechanisms responsible for this inhibition are not fully understood. Here, we show that overexpression of p107 in fibroblasts inhibits Cdk2 activation and delays S phase entry. The inhibition of Cdk2 activity is correlated with the accumulation of p27, consequent to a decreased degradation of the protein, with no change of Thr187 phosphorylation. Instead, we observed a marked decrease in the abundance of the F-box receptor Skp2 in p107-overexpressing cells. Reciprocally, Skp2 accumulates to higher levels in p107−/− embryonic fibroblasts. Ectopic expression of Skp2 restores p27 down-regulation and DNA synthesis to the levels observed in parental cells, whereas inactivation of Skp2 abrogates the inhibitory effect of p107 on S phase entry. We further show that the serum-dependent increase in Skp2 half-life observed during G1 progression is impaired in cells overexpressing p107. We propose that p107, in addition to its interaction with E2F, inhibits cell proliferation through the control of Skp2 expression and the resulting stabilization of p27

UM MÉTODO DE ANÁLISE DA CRIAÇÃO DE CONHECIMENTO PARA A REALIDADE DO AGRONEGÓCIOS

This paper aims to develop a dynamic method of analysis of knowledge creation for the production link of agribusiness in Brazil and Australia based on the Nonaka and Takeuchi (1997) model. The research is a descriptive study, using both qualitative and quantitative data. The investigation has involved two cases using documentation and in loco observation, questionnaire, interview and focus group instruments. The locations under study have been Rio Grande do Sul, Brazil and Queensland, Australia. Data have favored the development of a dynamic method of analysis of knowledge creation in the production link of agribusiness. The results have demonstrated that there are some differences and similarities between farmers in a cooperative context (Cooperativa Tritícola Mista Alto Jacuí – Cotrijal) in Brazil and farmers individually conducting business in Australia. In order to occur knowledge creation, group relationships and leadership in property, communities of practice (CoPs) and cooperatives are necessary. Cultural aspects and relation styles have seemed to exert strong influence over the occurrence of changes and to broaden the effects of CoPs, which may support knowledge creation. A CoP is not an organized technological process, but a social and cognitive process and, like this, its creation does not seem to be dependent only on technology, but also on the establishment of informal relations, in which the individuals use those environments to define their values and attitudes to the processes of change. The way farmers conduct their business may affect the mode of knowledge creation. For instance: on a farm with people constantly interested in interacting, questioning and innovating, there is more scope to transform tacit knowledge into explicit one; and when people are more open to innovation and questioning their practices, there seems to be more possibility to create a field of interaction in which knowledge may be created. This study shows that there is a large gap between farmers’ knowledge and their ability to develop an attitude that enables improved business success.El objetivo de este artículo es desarrollar un método dinámico de análisis de la creación de conocimiento para el eslabón de la producción en el agronegocio en Brasil y en Australia con base en el modelo de Nonaka y Takeuchi (1997). La presente investigación se caracteriza por un estudio descriptivo de carácter cualitativo, complementada por dados cuantitativos. Es realizado un estudio de dos casos, utilizándose documentación y observación in loco, cuestionario, entrevista y focus group. Las realidades estudiadas se ubican en Rio Grande do Sul, Brasil, y en Queensland, en Australia. Los datos de investigación posibilitaron el desarrollo de un método dinámico de análisis de la creación de conocimiento para el eslabón de la producción en los agronegocios. Los resultados demostraron haber significativas similitudes y diferencias entre las realidades, siendo, en Brasil, los realizadores rurales insertados en un contexto cooperativo (Cooperativa Tritícola Mixta Alto Jacuí – Cotrijal) y, en Australia, los negocios conducidos individualmente. Para la ocurrencia de la creación de conocimiento es necesaria la existencia de grupos de relación y de cierto liderazgo a nivel de propiedad, de comunidades de práctica (Cops) o de la cooperativa. El aspecto cultural y el estilo de las relaciones parecieron ejercer fuerte influencia para que los cambios ocurran y para mayor ampliación de la actuación de las Cops, las cuales pueden ser soporte para la creación de conocimientos. Las Cops no se constituyen en un proceso tecnológico, sino en un proceso social y cognitivo; así, su creación parece no depender solamente de tecnología, sino del establecimiento de relaciones informales, en las cuales las personas pueden utilizar esos ambientes para definir sus verdades cuanto a sus posturas frente a los procesos de cambio. La forma de conducir los negocios puede afectar el modo como se da la creación de conocimiento, pues, en una propiedad donde las personas buscan socializar, cuestionar e innovar constantemente, se evidencia haber mayor espacio para transformar conocimiento tácito en explícito; así, personas más abiertas al nuevo y a duda de sus prácticas demuestran presentar mayores posibilidades para crear un campo de interacción para que el conocimiento sea criado. El estudio mostró que hay una gran trayectoria a ser recorrida entre el realizador rural tener conocimiento y la capacidad de volverlo una actitud que posibilite traer buenos resultados en los negocios.O objetivo deste artigo é desenvolver um método dinâmico de análise da criação de conhecimento para o elo da produção no agronegócios no Brasil e na Austrália com base no modelo de Nonaka e Takeuchi (1997). A presente pesquisa caracteriza-se por um estudo descritivo de caráter qualitativo, complementada por dados quantitativos. É realizado um estudo de dois casos, utilizando-se de documentação e observação in loco, questionário, entrevista e focus group. As realidades estudadas localizam-se no Rio Grande do Sul, Brasil, e em Queensland, na Austrália. Os dados da pesquisa possibilitaram o desenvolvimento de um método dinâmico de análise da criação de conhecimento para o elo da produção no agronegócios. Os resultados demonstraram haver significativas similaridades e diferenças entre as realidades, sendo, no Brasil, os produtores rurais inseridos num contexto cooperativo (Cooperativa Tritícola Mista Alto Jacuí – Cotrijal) e, na Austrália, os negócios conduzidos individualmente. Para a ocorrência da criação de conhecimento é necessária a existência de grupos de relacionamento e de certa liderança em nível de propriedade, de comunidades de prática (CoPs) ou da cooperativa. O aspecto cultural e o estilo das relações pareceram exercer forte influência para que as trocas ocorram e para a maior ampliação da atuação das CoPs, as quais podem ser suporte para a criação de conhecimentos. As CoPs não se constituem num processo tecnológico e, sim, num processo social e cognitivo; assim, sua criação não parece depender somente de tecnologia, mas do estabelecimento de relações informais, nas quais as pessoas podem utilizar esses ambientes para definir suas verdades quanto às suas posturas frente aos processos de mudança. A forma de conduzir os negócios pode afetar o modo como se dá a criação de conhecimento, pois, numa propriedade onde as pessoas buscam socializar, questionar e inovar constantemente, evidencia-se haver maior espaço para transformar conhecimento tácito em explícito; assim, pessoas mais abertas ao novo e ao questionamento de suas práticas demonstram apresentar maiores possibilidades para criar um campo de interação para que o conhecimento seja criado. O estudo mostrou que há uma grande trajetória a ser perrcorrida entre o produtor rural ter conhecimento e a capacidade de torná-lo uma atitude que possibilite trazer bons resultados nos negócios

幼稚園児の食べ物の名前認知度と母親の食意識との関連

We conducted the questionnaire survey on the mothers' interest in eating and examined a possible relationship between the mothers' interest and the results of their children's the food name familiarity test. The survey was carried out on 68 and 71 mothers of five- and four-year-olds, respectively, in November, 2008. The questionnaire contains 19 questions about their interest in eating and 20 about their training in eating at home. The subjects of the survey were the mothers of the children belonging to a private kindergarten, where the food name familiarity test was performed using 20 kinds of food (whole and cut foods) . The mean percentage scores of correct answers among the five-year-old children were 77.0% and 70.5% for the wholes and the cuts, respectively, and among the four-year-old children 68.0% and 60.5% for the whiles and the cuts, respectively. There was a significant relation between the number of mothers who buy food after checking its label for produced area and the percentage of a correct answer, both for wholes and cuts, among the four-yearold children(p=0.049,p＜0.0001). And there was also a significant relation between the number of mothers who teach their children to chew well during meal and the percentage of a correct answer, both for wholes and cuts, among the five-year-old c hildren(p=0.0021,p=0.007). It was suggested that the kindergarteners can learn the names of food quickly and easily through their rich exposure to food at home when their mothers have much interest in eatin